INFLUENCE OF IN-SERVICE TRAINING ON EMPLOYEE PERFORMANCE; A CASE OF JUDICIARY’S LOWER

COURTS IN NAIROBI COUNTY, KENYA

BY

NJOKI MARY NGARI

A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR AWARD OF THE DEGREE OF MASTER OF ARTS IN PROJECT PLANNING AND MANAGEMENT OF THE UNIVERSITY OF NAIROBI

2015

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DECLARATION

This research project report is my original work and has not been presented for a degree in any other university.

Signature…………...……………………… Date…………………….

Njoki Mary Ngari

L50/69671/2013

This research project report has been submitted for examination with my approval as University Supervisor

Signature…………………………………….. Date………………………

Dr. Naomi Mwangi

Lecturer, School of Continuing and Distance Education

University of Nairobi

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DEDICATION This project is dedicated to my mum, Jane Wayuwa, the driving force in my life and academic

pursuit.

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ACKNOWLEDGEMENT

I would like to thank God, for through Him, all things are possible. I managed to conduct this

research.

I express immense gratitude to Dr. Naomi Mwangi for her exemplary guidance, direction,

constant encouragement and patience while I undertook this research. I am obliged to thank all

the Course Lecturers for the valuable knowledge they imparted in me. Special thanks to

Professor Gakuu who taught me Research Methods, without which this research would have

been impossible to carry out. In addition, special thanks to all my classmates for their invaluable

encouragement and team work during the study period.

Finally, I acknowledge my family members who have been there for me and have tolerated and

accommodated my unavailability, while I pursued completion of this degree. Your strength and

unwavering support inspires me.

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TABLE OF CONTENT DECLARATION ...................................................................................................................... ii

DEDICATION ........................................................................................................................ iii

ACKNOWLEDGEMENT ...................................................................................................... iv

TABLE OF CONTENT ............................................................................................................v

LIST OF TABLES ................................................................................................................ viii

LIST OF FIGURES ..................................................................................................................x

LIST OF ABBREVIATIONS AND ACRONYMS ................................................................ xi

ABSTRACT............................................................................................................................ xii

CHAPTER ONE:1NTRODUCTION .......................................................................................1

1.1 Background to the Study ................................................................................................1

1.2 Problem Statement .........................................................................................................7

1.3 Purpose of Study ............................................................................................................9

1.4 Objective of the study.....................................................................................................9

1.5 Research Questions ........................................................................................................9

1.6 Significance of Study ................................................................................................... 10

1.7 Limitations of the Study ............................................................................................... 10

1.8 Delimitations of the Study ............................................................................................ 11

1.9 Definition of Key Terms .............................................................................................. 11

1.10 Basic assumptions ...................................................................................................... 12

1.11 Organization of Study................................................................................................. 13

CHAPTER TWO:LITERATURE REVIEW ......................................................................... 14

2.1 Introduction .................................................................................................................. 14

2.2 Employee Performance in Organizations ...................................................................... 14

2.3 Induction training and Employee Performance ............................................................. 17

2.4 On-Job Training and Employee Performance ............................................................... 19

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2.5 Off- the job training and Employee Performance .......................................................... 22

2.6 Career Development Training and Employee Performance ........................................... 24

2.7 Theoretical Framework ................................................................................................ 26

2.7.1 The Social Learning Theory ...................................................................................... 26

2.8 Conceptual Framework ................................................................................................ 29

2.9 Summary and research gaps ......................................................................................... 30

CHAPTER THREE:RESEARCH METHODOLOGY ......................................................... 32

3.1 Introduction .................................................................................................................. 32

3.2 Research Design ........................................................................................................... 32

3.3 Target Population ......................................................................................................... 32

3.4 Sample size and sample selection procedure ................................................................. 33

3.5 Research Instruments ................................................................................................... 35

3.6 Validity of research instruments ................................................................................... 36

3.7 Reliability of Research Instruments .............................................................................. 36

3.8 Data Collection Procedures .......................................................................................... 37

3.9 Data Analysis Techniques ............................................................................................ 37

3.10 Ethical considerations ................................................................................................. 38

3.11 Operational Definition of Variables ............................................................................ 39

Table 3.3Operational Definition of Variables ......................................................................... 39

CHAPTER FOUR:DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSIONS ........................................................................................................................ 40

4.1 Introduction ..................................................................................................................... 40

4.2 Questionnaire Response rate ....................................................................................... 40

4.3 Demographic characteristics of the respondents ............................................................... 41

4.3.1 Gender of Respondents .............................................................................................. 41

4.3.2 Cadre of respondents ................................................................................................. 41

4.3.3 Age of respondents .................................................................................................... 42

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4.3.4 Professional qualification of the respondents ............................................................. 42

4.3.5 Duration of respondents in the Organization .............................................................. 43

4.3.6 Demographic Characteristics Head of Stations .......................................................... 43

4.4 Influence of induction on employees performance ........................................................... 44

4.5 Influence of On-Job training on employee performance. .................................................. 47

4.6 Influence of Off-Job training on employee performance................................................... 52

4.7 Influence of career development training on employee performance. ............................... 56

4.8 Discussion of the findings ................................................................................................ 60

CHAPTER FIVE:SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ........................................................................................................ 63

5.1 Introduction ..................................................................................................................... 63

5.2 Summary of findings ....................................................................................................... 63

5.3 Conclusion of the study.................................................................................................... 65

5.4 Recommendations............................................................................................................ 66

5.5 Areas for Further Study.................................................................................................... 67

REFERENCES ........................................................................................................................ 68

APPENDIX I: Letter of transmittal .......................................................................................... 72

APPENDIX II: University Letter ............................................................................................. 73

APPENDIX III: Research permit ............................................................................................. 74

APPENDIX IV: Questionnaire for magistrates and paralegals staff .......................................... 75

APPENDIX V: Interview guide for head of stations ................................................................. 83

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LIST OF TABLES

Table 3.1 Summary of the Target Population…………………………….……………….……..33

Table 3.2 Summary of the Sample Size for Paralegal Staff……………………………………..33

Table 3.3 Operational Definition of Variables…………………………………………………..39

Table 4.1 Questionnaire Response Rate…………………………………………………………41

Table 4.2 Distribution of the respondents by Gender………………………….…..…….………41

Table 4.3 Distribution of the respondents by cadre…………………………………….………..41

Table 4.4 Distribution of the respondents by Age Bracket………………………………………42

Table 4.5 Distribution of the respondents by professional qualification.......................................42

Table 4.6 Distribution of the respondents by the duration in the organization…………….….…43

Table 4.7 Head of stations Demographic Characteristics………………………………………..43

Table 4.8 Attendance of induction training………………….……………………………….….45

Table 4.9 Induction training and employee commitment ………………..………...…………....45

Table 4.10 Induction training and positive effect on employee performance……………..….....45

Table 4.11 Influence of induction on employee performance………….…………………….….46

Table 4.12 Attendance of On-Job training……………………………………………..…….….48

Table 4.13 Form of On-Job Training……………………………………………………….…....48

Table 4.14 On-Job Training and increase of skill levels…………………………………….…..49

Table 4.15 Extent of Influence of On-job training on employee performance…………..………50

Table 4.16 Influence of On-Job Training on employee performance……………………..……..51

Table 4.17 Attendance of Off-Job Training………………………………………….…………..52

Table 4.18 Off-job training and transfer of knowledge……………………………………....….53

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Table 4.19 Extent of influence of Off-job training on employee performance………………….53

Table 4.20 Off-Job training and employee loyalty……………………..………………………..54

Table 4.21 Influence of off-Job Training on employee performance……………..……………..55

Table 4.22 Attendance of career development training……………………………………….....56

Table 4.23 Extent of influence of career development training on employee performance……..56

Table 4.24 Sponsorship of career development training………………………………………...57

Table 4.25 Career development training and customer satisfaction……………….…….……....58

Table 4.26 Career development training and employee performance………………..….………59

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LIST OF FIGURES

Figure 1: Conceptual Framework………………………………………………………………29

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LIST OF ABBREVIATIONS AND ACRONYMS

CJE - Continuous Judicial Education

GOK - Government of Kenya

HRD - Human Resource Development

ISO - International Organization for Standardization

JSC - Judicial Service Commission

JTI - Judicial Training Institute

OJT On-Job Training

PC - Performance Contracting

RRI - Rapid Results Initiative

SLDP - Strategic Leadership Development Programme

SMC - Senior Management Course

SOJA- State of the Judiciary Address

SSD - Supervisory Skills Development

TQM - Total Quality Management

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ABSTRACT Developing employee’s competences is critical for their performance. To enhance performance, in-service training plays a critical role in ensuring the employees remains effective, efficient and competitive. This study aimed at investigating the influence of in-service training on employee performance in the Judiciary’s lower courts in Nairobi, Kenya. Specifically, the study aimed at establishing whether Induction training, on-job training, off-job training and career development training influence employee performance. The study focused on the three courts in the county namely; Milimani, Kibera and Makadara. The study adopted a descriptive survey design using both qualitative and quantitative research paradigms. The target population was 203 employees of the Judiciary comprising of Head of Stations, Magistrates and paralegal staff. The total population of the magistrates and the head of stations was purposively sampled. The sample for paralegal staff was arrived at based on 30% representation (Borg & Gall, 2007). Data was collected using questionnaires and interview guides from a sample population of eighty five (85) employees. The questionnaire was administered to the magistrates and the paralegal staff while the interview guide was used to collect data from the head of stations. The split-half method was used to test reliability of the data collection instruments. The data was analyzed using quantitative and qualitative approaches with the help of SPSS. The findings were presented inform of tables comprising of percentages and frequencies as well as in narrative form. The study found out that most paralegal staff had not attended induction training while all magistrates had been inducted. 92.3 % of the respondents indicated that induction training has a positive effect on employee attitude and behavior and a positively affect performance. Hence it was concluded that Induction training influences employee performance. The study found out that most employees have undergone on-job training in form of job rotation, coaching and mentoring. On-job training was found to influence performance by increasing skill levels, productivity and affects customers satisfaction positively.76.9% of the respondent indicated that on-job training influences employee performance. It was concluded that on-job training influences performance in the Judiciary. On off-job training, the study found out that the training transfers knowledge to actual job, increase interaction of employees, contribute to employee retention, boost morale and affect customer satisfaction positively. 87.7% indicated that off-job training enhances employee performance while 61.5% indicated that off-job training increases employee loyalty. Hence it was concluded that off-job training influences employee performance and increase their loyalty to the organization. The study found out that 50.8% of the employees have not undertaken career development training as they are mostly self-sponsored. Career development training led to enhanced responsibilities for employees and working skills, influence performance and positively affect customer satisfaction. The study recommended a review of the induction programme to target all new employees and old employees not inducted upon employment. The study also recommends a career development programme sponsored by the government offering courses that lead to upward mobility of employees.

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In-service training allows employees to develop and enhance their skills. Survival of

organizations world over requires that they create new knowledge and undergo

continuous innovation in order to adapt to a rapidly changing technology and global

competitiveness (Horwitz, 1999). Achieving organizational goals depends on the ability

of the employees to perform their duties and adapt to changing environment. Abtahi

(2009) affirms that improving education and human resources make employees more

prepared and better equipped to do their specific tasks and take their newer and higher

responsibilities in the organizations.

Employee performance is closely linked to in-service training. Employee performance

relates to outcomes of job related activities undertaken by employees in the course of

their duties. It is assessed periodically at regular intervals such as on an annual, semi-

annual and quarterly basis in order to help employees identify suggested areas for

improvement. Kearney and Berman (1999) assert that confronted with rising citizen

discontent, and new technological challenges, public organizations are compelled to

develop strategies for employee performance improvement. Employee performance is

influenced by many factors such as management-subordinate relationship, the working

conditions, reward system, employee team work and employee training. The quest for

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employee performance is therefore not new; rather, it has existed since the scientific

management movement.

Training and development increases the overall performance of the organization

(Shepard, Jonet al2003). Jagero (2012) further states that employees who have taken

trainings are more capable in performing different tasks. Swart et al (2005) also adds that

bridging the performance gap involves implementing a relevant training intervention for

the sake of developing particular skills and abilities of the employees and enhancing

employee performance. Wright & Geroy (2001) further confirm that employee

competencies change through effective training programs. In-service training specifically

coordinates the wishes, interests and future needs of the organization. It therefore has a

significant relationship with the employee’s resultant performance. In-service training

can be carried out in form of Induction, on-job training, off-job training or career

development training.

Induction training helps new employee to settle quickly into their job to become efficient

and productive (Foot and Hook, 2008). Mullins (2002) asserts that induction introduces a

new member of staff to the culture and environment of the organization, its policies and

practices and to other members of staff. However, Bailey (2002) keenly notes that most

induction trainings are geared mainly to achieving the goals of the organization and

normally tends to be full of formal legislative information. The author affirms that most

employees absorb little and retain less during induction. Goyal (2007) compares the

effects of a bad induction program to attrition. The author highlights that it leads to

confusion, stress and de-motivation of employees. Despite the stated views, induction

process plays a crucial role to create a favorable image of the organization for the new

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employee and familiarize them with the culture, accepted practices and performance

standards of the organization. This highlights the need to develop a well-structured

induction training programme that benefits both the employees and the organization.

On-the-job training has a positive effect on employee’s job performance. Most employees

join organizations with academic knowledge but with no knowledge and skills about the

job. The employees therefore require specific training to face their workplace, learn new

technologies to be more competitive. Salas et al (2001) further adds that training develops

employee skills and increases the firms overall performance. Holzer (2007) argues that

employers believe that productivity increases through advanced skills and training.

Kraiger et al (2004) also notes that the training process is expensive as it requires more

time and money and there is doubt if it has a positive relationship between training and

organizational performance. For on-job training to be effective, they should be well

planned, thorough and proper consistency between trainers. Organizations need to

dedicate their efforts to on-job training to remain competitive in the technologically

changing world.

Off-the job training is conducted at a site away from the work environment and enables

employees’ full concentration on learning new skills, knowledge and behavior without

distractions (Hansson, 2008).Webster, (2009) further adds that off- the job training can be

short term or long term and is conducted by professionals in a particular field to impart

knowledge to employees. Knowledge is imparted using methods such as lectures,

simulations, seminars and workshops. Through off job training, employees transfer

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knowledge gained during training to actual job, develop problem solving and decision

making skills.

Career development training is designed to upgrade the knowledge, skills, and ability of

employees to help them assume greater responsibility in higher positions. This type of

training is arranged departmentally for successful extension workers at all levels for their

own continuing education and professional development. The training has the

fundamental impact on efficiency, effectiveness, morale and profitability of an

organization. Beardwellet al (2004) asserts that an employee interacts with the

organization and its development through the individual’s career. The employees acquire

information and resources that enable them plan a program of lifelong learning related to

their career. High performing organizations on the other hand are vigilant on developing

their employees. However, Armstrong (2006) points out that a needs analysis that is fully

involving and inclusive of all employees must be carried out before any training is done.

Globally government agencies are at every level under relentless pressure to ensure that

they have a knowledgeable and efficient workforce. If a government is to keep pace with

changes they face of a globalized world with rapid growth and changing technology,

training and educating their workforce is a critical mission. Ballot et al (2002) asserts that

French and Swedish organizations have 82 % and 67 % return on investment on training

respectively. In-service training has now surfaced as a strategy for sustaining and

improving the effectiveness, efficiency and competitiveness of today’s public sector

workers. Therefore, changing the systems and procedures of performing the work is an

obvious mission which has been stressed frequently and requires more serious efforts.

However, Alvani, (2011) notes that the lack of governments attention to in-service

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training is because of their lack of knowledge about the brilliant results of this type of

training

Malaolu (2013) confirms that in Nigeria, in order to enhance productivity and overall

performance, organizations have been embarking on training and capacity building for

their employees. This is due to the recognition of the important role of training and

manpower development in attainment of organizational goals. To enhance performance

and become more competitive, organizations need to train their employees to be skilled,

creative, innovative, and inventive. Employee training is therefore an important aspect of

human resource practice that is closely linked to performance.

Dixon (1990) asserts that, training employees not only improves employee’s performance

but also has positive effects to the organization as well as to the customers. On the other

hand, those organizations which do not provide in-service training for their employees

have suffered immensely in terms of service delivery. Aruna (2012) insists that such

organizations are faced with decreasing performance levels of their employees. Studies

have shown that low level of in-service training in the public sector affects performance

levels.

In Kenya, Wamalwa & Balogun (1992) recommended training of civil servants in

modern management practices to enable them cope with post-independence requirements

for service delivery. The Government of Kenya has encouraged Ministries and Public

Corporations to adopt and implement high performance work place strategies in the

public service. GOK (2009) further recommends strategies such as the Rapid Results

Initiative (RRI), Performance Contracting (PC), ISO Certification and Total Quality

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Management (TQM) in order to enhance service delivery. The strategies are expected to

impact positively on economic and social development agenda leading to greater

customer satisfaction in public institutions.

Before the promulgation of the Constitution of Kenya 2010, the Kenyan Judiciary was

faced with various institutional challenges which hampered its ability to perform

effectively. Among the challenges were: lack of operational autonomy or independence,

inadequate financial and human resources, weak administrative structures, corruption,

ineffective complaints and disciplinary mechanisms, poor terms and conditions of service

and complex technicalities. All these resulted in loss of public confidence in the Judiciary

Shollei (2013).The current Constitution demands that justice must be done to all

irrespective of status. The state organs are mandated to ensure access to justice for all

persons and expeditious delivery. Judiciary (2012) acknowledges training and internal

communication as critical strategies in its transformation framework. Training is viewed

as an avenue to accentuate values and ethics into Judiciary’s implementation programme.

Judiciary (2012) further reveals some of the transformative strategies that the institution

is engaged in to enhance service delivery. These include the payment procedure dumped

Faini Chap Chap that allows traffic offenders to pay their fines through Mpesa, the case

management system aimed at digitalizing the case files and a computerized complaint

management system. The employees of the Judiciary therefore need to be ablest with the

new technologies through in-service training.

Law is dynamic. In Kenya the dynamism of law is as a result of political, economic and

social changes. For example, with the devolved government new laws have been

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introduced. Judiciary (2012) therefore recommends training of judicial officers on all

aspects of election petition management with technical assistance from the Ugandan

Judiciary. The need for in-service training in Judiciary is now more than ever to fulfill the

constitutional requirement and to improve employee’s performance. This will increase

efficiency, customer satisfaction, productivity and skill levels.

1.2 Problem Statement Developing employee’s competences is critical for their performance. Supervisors need

to know their workers’ competences and abilities and be able to provide them with the

modifications needed for their constant growth and development (Carlson, 2009).

Nowadays, changes are more rapid, unusual and fundamental than ever before. Jafari et al

(2009) further asserts that technological contacts along with competitive and cultural

pressures have led to a whirlpool which can drown any organization. To survive and live

in such situations, an organization needs to transform its processes through improvement

in work procedures and processes.

Mutunga (2014) asserts that over the past three years, the Judicial Service Commission

(JSC) has increased the number of judges threefold. Whereas there were only 47 judges

and no legal researchers in Kenya in 2011, there are now 112 judges and 83 legal

researchers. Further the Judicial Services Act (2011) determined that each of the 47

counties was have a High Court. However, the increase in staffing levels and

infrastructural development has not been commensurate with training and development of

the staff.

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The JSC through the Judicial Training Institute (JTI) offers education and training to staff

involved in the administration of justice. However, over the years the JTI has focused

more on Judges and magistrates leaving behind the paralegal staff who constitute

majority of the staff in Judiciary and who play critical role in delivery of justice.

(Mutunga, 2014)

State of the Judiciary Address [SOJA], 2014) reveals that the total number of complaints

received from the members of the public on the Judiciary stood at 2,095 for the last 2

years. Mutunga, (2014) further notes that despite all the reform initiatives the Judiciary is

still in the grip of a huge case backlog, with some of the cases having been filed 24 years

ago. It is evident that effectiveness and efficiency in the Judiciary is only achievable

through a multi-dimensional approach. Lack of in-service training of its staff influences

greatly the targeted outcomes.

The facts presented demonstrate that while reform initiatives have been carried out in the

Judiciary, the institution has not focused its attention on staff development adequately.

The year 2013/2014 budget allocation for the Judiciary stood at 16.1 billion. This was

meant to facilitate reforms in the Judiciary. However, expansion of courts infrastructure

has been prioritized more than staff development. GOK (2014) notes JSC should develop

human resource and training policies so as to effectively manage the human resource

function in Judiciary.

This study sought to investigate the influence of in-service training on employee

performance, having demonstrated that improvement on physical structures and

technology is not an adequate approach to realizing effectiveness and efficiency. In-

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service training is defined by various variables. This study was focus majorly on the

following variables of in-service training: employee induction, on-job training, off job

training and career development as they influence performance in judiciary’s lower

courts in Nairobi County, Kenya.

1.3 Purpose of Study The purpose of study was to assess the influence of In-service training on employee

performance in Judiciary’s lower courts in Nairobi County, Kenya.

1.4 Objective of the study This study was guided by the following research objectives;

i) To assess the influence of induction training on employee performance at the Judiciary.

ii) To establish the influence of on-job training on employee performance at the

Judiciary.

iii) To establish the influence of off- the job training on employee performance at the Judiciary.

iv) To determine to what extent career development training influences employee

performance at the Judiciary.

1.5 Research Questions The study was guided by the following research questions;

i) To what extent does induction training influence employee performance at the Judiciary?

ii) To what extent does on-job training influence employee performance at the

Judiciary?

iii) To what extent does off- the job training influence employee performance at the Judiciary?

iv) To what extent does career development training influence employee performance

at the Judiciary?

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1.6 Significance of Study The findings of the study may have significant benefits to Judiciary employees. The

study may sensitize them on the importance of undertaking in-service training for skills

improvement, job retention and remaining competitive. The study may assist Judiciary to

focus on in-service training to fulfill the constitutional mandate of service delivery,

achieve greater efficiency and productivity and guarantee customer satisfaction. The

Judicial training institute may realize the need to offer career development training to its

employees in support of Kenya School of Government which is the only institute that

offers career development training to public servants. The study may therefore be an eye

opener to the policy makers to allocate more funds for training to the Judiciary.

The study may also arouse new interest among scholars, development practitioners and

students of research on improving performance of the Judiciary employees through

training for expeditious delivery of justice. It is hoped that this study may contribute to

the global knowledge on the influence of in-service training on performance of

employees of the Judiciary. Finally, the findings of this research are expected to make

valuable contribution to knowledge in the field of personnel training and development for

the Judiciary in Kenya.

1.7 Limitations of the Study The study focused on the Judiciary’s lower courts in Nairobi County namely; Milimani,

Kibera and Makadara Law courts. A challenge the study tried to overcome was the

willingness and availability of the respondents to participate in the study given the busy

schedule of the courts. The researcher involved research assistants from the respective

courts to ensure adequate collection of data and coverage of the area. The consent of the

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respondents was sought and their confidentiality, a factor that increased the respondents’

willingness to participate in the study.

1.8 Delimitations of the Study The study targeted magistrates, head of stations and the paralegal staff of the Judiciary.

The study was geographically delimited to the Judiciary’s lower courts in Nairobi County

namely; Milimani, Kibera and Makadara Law courts.

1.9 Definition of Key Terms Career Development training: A set of classes or plan of study on particular subjects

that are considered essential and necessary for upward movement or advancement made

by people in a particular job. In the public service these courses include; the Strategic

Leadership Development Programme (SLDP), Senior Management Course (SMC) and

Supervisory Skills Development (SSD).

Employee performance: Is the timely, effective and efficient completion of mutually

agreed tasks by the employee, as set out by the employer. It is also the record of

outcomes achieved, for each job function, during a specified period of time.

Head of station: These are magistrates who carry out administrative functions in a court

station. They play a supervisory role on other magistrates.

Induction training: Refers to the process of formal introduction of a new recruit to the

employer, organization, organizational culture, his or her job, workmates and the

interdependent structures that constitute the working environment of the institution. Its

aim is to gain employee’s commitment, reduce anxiety, help him or her to understand the

organization’s expectations and know what to expect from the job and the organization

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In-Service training: Refers to practical training that includes short courses and

formalized long term programmes aimed at upgrading skills and qualifications of the

employee in order to increase their efficiency in job performance.

Judicial Officers: This term refers to magistrates and Judges. They are involved directly

in determination of cases in courts of law.

Lower Courts: They are courts established under Article 169 of the Constitution of

Kenya. They include the magistrates’ courts, kadhis courts, court martial and any other

local tribunal established by an Act of Parliament. The lower courts are also referred to as

subordinate courts.

Off-job training: This is training either short or long term that is conducted at a site

away from the work environment to enable employees concentrate on learning new skills,

knowledge and behavior.

On-job training: Training provided to inexperienced employees during the initial stages

of employment. This is usually delivered by a professional trainer or an experienced

employee, and typically consists of "hands-on" training.

Paralegals: Refers to all the other employees of the Judiciary other than Judges and

Magistrates. These employees include; Directors, human resource officers, ICT officers,

Executive officers, court clerks, accountants and procurement officers among others.

1.10 Basic assumptions The study assumed the respondents would be available to fill the questionnaire truthfully

and in time.

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1.11 Organization of Study The study is organized in five chapters. The first chapter covers the introduction to the

study, problem statement, the purpose of study, objectives of study, research questions,

limitations, delimitation, and the significance of study. The second chapter covers the

literature review on past studies that have been conducted as relating to the influence

of in-service training to employee performance. The third chapter covers the research

design, target population, sample size and sampling procedures, research

instruments, validity and reliability of the research. It also covers data collection and

data analysis procedures, the ethical considerations of the study and the operational

definition of variables. Chapter four presents data analysis, presentation, discussions

and interpretation of the findings. Finally, chapter five presents the summary of the

findings, conclusions, recommendations and areas suggested for further research.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews the influence of in-service training on employee performance. The

sources of literature included: books, journals articles and published studies. The chapter

is sub-divided into the following sections: employee performance in organizations,

induction and employee performance, on-job training and employee performance, off-job

training and employee performance, and career development training and employee

performance. The chapter further provides a theoretical and a conceptual framework on

the study.

2.2 Employee Performance in Organizations

Organizations invest in specific human resources in order to meet its objectives.

Employees require continual re-assessment, evaluation and capacity building within the

work context to sustain their performance at expected level or surpass organizational

expectations. Employee performance is associated with quantity and quality of output,

timeliness of output, attendance on the job, efficiency and effectiveness of the work

completed(Mathis & Jackson 2009).It is the standard to which an employee does a job

measured against pre-set standards of accuracy, completeness, cost and speed (Becker et

al 2011).

High performing organizations rely on employees knowing their roles in different

structures and work processes as well as their willingness to learn (Guest, 2006).The

initial drive that employees have when recruited to work in an organization tend to wane

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with time. Cronje (2011) says that for the employees to maintain the drive, they require to

be revitalized through refresher training, expanded exposure to complementary roles and

assignment to a different role due to the changing organization and personal effects.

For Dowling (2008) employees must be able to work with new technologies in changing

environments. Improving the employee’s skills and knowledge contributes to producing

quality goods and services leading to organizational success. The knowledge and skills

acquired can be transferred to a variety of jobs. This means increasing worker

involvement in training, whether on the Job or off the job. Birdiet al (2008) also supports

the notion that employee involvement in training is positively related to actual and

perceptions of organization’s success.

However, Guest (2006) is of the view that it’s important to focus on skills utilization. He

further views no advantage on having highly competent, de motivated staff and under-

utilized staff or highly motivated but incompetent workers or workers who are neither

competent nor motivated.

Mardani (2009) observes that among the varieties of training, in-service training is

one of most suitable and easily accessible that can be used to improve human work

force and equip employees with the needed knowledge, attitudes and competences for

development. However, Alvani (2011) notes that lack of authorities' attention to in-

service training is because of their lack of knowledge about the brilliant results of this

type of training.

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Mshila (2012) conducted a study on the effects of in-service training on the performance

of secondary school teachers in Kiambu West District. The purpose of study was to

investigate the effects of in-service teacher training on the performance of secondary

school teachers in Kiambu West District. The study sought to establish the contribution

of in-service training to a teacher's self-development, its contribution in identifying a

variety of tasks that a teacher can perform, and its effects on promotion of teachers.

Descriptive survey design was adopted. The target population was all the 1150 teachers

who had undergone in-service training course. A total of 125 respondents was selected

out of which 120 responded by filling and returning the structured questionnaires. The

schools were systematically selected as sample units. The findings of this study revealed

that in-service training has several positive effects on the performance of secondary

teachers in Kiambu District. The effects included the self-development of the teachers,

gaining of new skills that enables them perform their tasks better and complete syllabuses

in time. These effects were found to have a direct input towards better performance of

teachers.

The current study differed from the reviewed study in that while the reviewed study

investigated the effect of in-service training of teachers who had undergone in-service

training, the current study investigated the influence of in service-training from a

different system and context, that is, the judiciary’s lower courts, Nairobi, Kenya. The

study involved samples from three categories of Judiciary employees in all the courts in

Nairobi County

17

2.3 Induction training and Employee Performance

Induction process helps new employees to settle quickly into their job so that they soon

become an efficient and productive employee (Foot and Hook, 2008).Induction process

helps create a favorable image of the organization for the new employee. Mullins (2002)

further states that induction involves introduction of a new member of staff to the culture

and environment of the organization, its policies and practices and to other members of

staff.

However, employee induction, which is one of the main ways of introducing employees

to their organization is often the missing ingredient in most organizations. Effective

orientation programmes is not only precursor to good performance but also help in

retention of employees, reduces costs and enhances performance.

A study carried out in Nigeria by Odunayo (2014) sought to examine the knowledge of

staffs on the meaning and benefits of induction, the main attitudes of workers towards

induction to work and how induction programmes motivate staff to be committed to the

organizational effectiveness. A descriptive research method was adopted using two

hundred and seventy one (271) questionnaires and administered to academic and non-

academic staff of Olabisi Onabanjo University in Nigeria. Data was analyzed using

descriptive statistics. The study found out that induction significantly influences staff’s

attitude and behavior towards organizational effectiveness. It also revealed that a well

packaged induction programme was positively influence staff attitude. Finally the study

recommended that induction programmes should be reviewed and continuously improved

upon from time to time to earn employees loyalty and positive attitudes towards work.

18

Odunayo (2014) study compares with the study by Kebenei (2014) on effects of

induction programs on employee job performance in Eldoret water and Sanitation

Company. The study target population was all the 215 employees. The census techniques

were used where questionnaires were administered and key informants interview

conducted on purposively selected respondents. The study established that induction

programs is effective in that it provides a new employee with information, paints a

precise picture of departments, conveys employee expectations, relieves the new

employees anxieties about the job, and inspires the new employee to have a good attitude

towards the organization. According to this study, induction is conducted on the job by

the immediate supervisors.

The current study is similar to the studies by Odunayo (2014) and Kebenei (2014) in that

it seeks to establish the influence of in-service training on employee performance. It

examined the influence of induction training on performance. The study however differed

from the two studies as it utilized the descriptive research methods. Further the current

study differed from the reviewed study in that it focused on employees’ performance in

Judiciary’s lower courts in Nairobi County.

Saif (2014) carried out a study on the impact of effective induction on employee

performance and satisfaction. The objective of the study was to find out how the

effectiveness of employee orientation affects performance and satisfaction. The study

adopted a survey design that used a random sampling technique where questionnaires

were distributed. The results indicated that organizations needs quality orientation

programmes for its employees for better performance and customer satisfaction. The

19

current study compares with the study by Saif (2014) in that it seeks to establish how

induction influences employee performance in Judiciary. The reviewed studies clearly

show that induction has a direct influence on employee performance. Induction aims to

maximize effectiveness of new staff while allowing them to fit in the organization

quickly thereby achieving both organizational and individual goals

The organizations however need to establish induction policy, develop effective

induction programs and courses. The line managers should take the main responsibility of

induction training in conjunction with the Human Resource (HR). Organization should

ensure active cooperation of managers and supervisors for effective induction training.

2.4 On-Job Training and Employee Performance

On-Job Training (OJT) takes place in a normal working situation, using the actual tools,

equipment, documents or materials that trainees was use when fully trained. On-job

training has a general reputation as most effective for vocational work. On-job training

involves new or inexperienced employees who learn through observing peers or

managers performing the job and trying to imitate their behavior. The training is ad hoc

or regularly scheduled and is provided by the superior officer or the subject-matter

specialists to the subordinate staff. This training is generally problem oriented and may

include formal presentations, informal discussion, and opportunities to try out new skills

and knowledge. During the learning period, the trainee is entitled to full remuneration.

Some of the commonly used methods are: coaching; mentoring; job rotation and

apprenticeship.

20

One of the manifestations of OJT is job rotation. In job rotation, the employee is assigned

to different positions and possibly different departments for pre-arranged periods of time.

The employee is evaluated based on the different work experiences. The evaluation

determines the employee’s final job assignment. Another manifestation of OJT is

coaching. In coaching, the trainee already possesses some level of skills and knowledge

at a job. The trainer acts as a coach to facilitate and guide the learning. Mentoring is

another form of OJT that is very similar to coaching in that it calls for a higher level of

initial skill and job knowledge (Hansson, 2008). The mentor is generally a supervisor or

manager rather than a co-worker. Desimone et al (1998) state that the intention of

mentoring is to support the employee, help orient them to the job and work environment

and prepare the employee for increasing responsibility.

Aidah (2013), in his study to evaluate the effects of in-service training on employee

performance in the telecommunication industry in Uganda attempted to identify the

training programs’ existing in the industry, the objective of the training offered, and the

methods employed and finally the effects of training and development on employee

performance. The study was based on three case studies of the biggest telecommunication

companies operating in Uganda. A qualitative research approach of data collection was

adopted using a questionnaire comprising of 18 questions distributed to 120 respondents.

The results obtained indicate that in-service training have clear effects on the

performance of employees with regard to their jobs. The study also showed a significant

increase in productivity among the trained employees.

21

Jagero et al (2012) carried out a study to find out the relationship between on-the-job

training and employee performance in DHL and FedEx courier companies in Tanzania.

The study was to examine the existing On-the-job training programs and to assess

employee’s performance in the courier companies. Correlation survey methodology was

used and questionnaires were used as research instruments. The sample population of 150

employees was used and respondents randomly selected. 50% of the total number of

employees in each company was taken. The study found that different programs of On-

the-job training are conducted in DHL and FedEx. The training programs are conducted

according to the general need of the company or due to the normal changes that take

place in the company. The level of performance is measured against well set standards

and generally the key performance indicators are used. The study also found out that

performance to a big extent depends on the training employees received thus there is a

positive relationship between on-job training and employee performance in the two

companies. The study further recommended that governments should invest more in

practical education through Vocational Educational Training Authority.

It is evident therefore, that on-job training influences employee performance. The

reviewed studies had their focus on performance of organizations while this study

focused on the Judiciary’s lower courts. The current study further differed from the

revealed studies as it sought to establish the influence of On-job training on employee

performance in the Judiciary’s lower courts in Nairobi County.

Ismail et al (2012) carried out a study to examine the impact of On-job training (OJT) on

job performance in Islamabad. Database of 10 telecom companies was used where each

22

of the company was considered as a stratum. Out of 266 distributed questionnaires, a total

of 138 questionnaires were returned. The study found out that training has both a positive

and a significant effect on both wage growth and change in job performance scores of

workers. The study also found out that employer-financed training is positively related to

wage growth and job performance which shows the robustness of the relationship

between training and worker productivity. OJT was found to increase the skill level of

workers to become more productive thereby deserve higher demand in the market.

The current study differed from the reviewed study as it sought to assess the influence of

in-service training on employee performance in Judiciary’s lower courts in Nairobi

County.

2.5 Off- the job training and Employee Performance

Off-the job training is conducted at a site away from the work environment. Hansson

(2008) says that study materials are supplied and there is full concentration on learning

new skills, knowledge and behavior without distractions of ringing phones, instant

messages, email notifications or other staff. Off- the job training can be short term or

long term. Short term trainings include workshops, conferences and seminars. Long term

staff training includes distance learning, case study, sabbaticals, master degree training

and Ph.D programs (Webster, 2009).

Off-the job training enables employee to transfer knowledge gained during training to

actual job, develop problem solving and decision making skills. Off job training is

usually conducted by academicians and professionals in a particular field to impart

knowledge on the employees. It can be used to train any number of employees and for

23

jobs that involve risks. Hansson (2008) asserts that off-the job training methods include

lectures, conferences, workshops, seminars, sensitivity workshops and simulations

exercises. Off-job training methods are quite expensive as they require a complete

different set up away from the real workplace. However, the training method adopted

depends on factors such as the purpose of training, training budget, number of trainees,

level of trainees, nature of the job for which training has to be imparted and the time

available.

Off-job training event may conclude with a ceremony or certification award conferred by

an industry expert, making the training session a memorable occasion that leads to

improved employee morale, satisfaction and loyalty. The effectiveness of the off-job

training involves assessing the participants satisfaction, retention and on the job

performance and impact on the organization.

Ankita (2012) however is of the view that off-job training programmes lead to long term

success in organizations. The organization by aligning its programme objectives to

strategic goals ensures employees make an impact on the organization. Operational

metrics such as customer satisfaction and other key performance indicators should show

organizational improvement. Off-the job training enables employees prove the return on

investment showing how employees changed behavior enable organization achieve its

strategic goals

Odinga (2010) carried out a study on staff development programs and job performance of

lecturers of Moi University to determine the relationship between training and promotion

of lecturers and job performance. A sample size of 152 lecturers was adopted. Simple

24

stratified random sampling was used to identify the lecturers and self-administered

questionnaires were used to collect data. The study concluded that training is positively

related with job performance. Training opportunities like short courses, seminars,

conferences, postgraduate diploma, Master degree, Ph.D programs, which are within the

context of individual control, tend to increase job performance of lecturers in Moi

University. The study also revealed that a promotion, both academic and administrative,

followed by a clear promotion criterion, is a contributing factor towards job performance

of lecturers in Moi University.

While the reviewed study focused on a homogenous sample of employees in one

university and the formal training undertaken, the current study focused on a

heterogeneous sample and the various forms of in-service training carried out in

Judiciary. The current study also revealed the influence of in-service training on

employee performance in Judiciary’s lower courts in Nairobi County

Off-the job training has been criticized in that it is formal, expensive and not directly in

the context of the job. Trainees may also not be much motivated while undergoing the

off-the job training. Off –the job training programs may not provide as much transfer to

the actual job as on the job programs (Kirkpatrick et al, 2009).

2.6 Career Development Training and Employee Performance

Career development training is a type of in-service training designed to upgrade the

knowledge, skills, and ability of employees to help them assume greater responsibility in

higher positions (Tadic, 2005). Career development training enables an employee to gain

promotion to a job of higher significance and compensation. Lazeer (1998) asserts that

25

the upward movement of the employee in organization’s hierarchy exposes them to

enhanced responsibility, rank and compensation package which translates to improved

performance. Tadic (2005) also notes that career development is critical in self-

actualization and contributes to the deepest level of working effectiveness, motivation

and satisfaction. Career development can occur in early, middle and late stages of a

worker.

Career development training boosts the employee’s knowledge and skills to perform

effectively. Ombui (2012) is of the view that the responsibility for designing career

development education however lies with the worker. He further asserts that

organizations sometimes may set some criteria and provides opportunities for the staff by

offering options for career development training. Therefore career affects actors in career

development, an individual and the organization and creates relationships between them.

A study by Tharanganie (2013) to identify the influence of career commitment on

motivation to learn and motivation to transfer as well as the relationship between

motivation to learn and motivation to transfer, used a sample of 180 managers in MBA

programs. Data collection was done through a self-administered questionnaire validated

through a pilot study. The study results indicated that career commitment is neither a

strong predictor of motivation to learn nor a predictor of motivation to transfer. The study

however noted that motivation to learn is a significant predictor of motivation to transfer.

Ombui (2014) carried out a study to determine how training and development influence

employee performance in research institutes in Kenya. The null hypothesis of the study

was that training and development do not influence employee performance in research

institutes in Nairobi, Kenya. The study adopted descriptive and correlation research

26

designs while the study population was drawn from all Government owned research

institutes formed under the Science & Technology Act. The study revealed that there is a

highly significant correlation between employee performance and training and

development at 0.383 (P=0.000). The study recommended that research institutes initiate

training and development programs which are relevant to their needs. The current study

differed from Ombui (2014) in that it was be guided by four research questions to assess

how the four different variables influence employee performance in Judiciary lower

courts in Nairobi County.

2.7 Theoretical Framework The study was guided by two theories; the Social Learning Theory by Bandura (1977)

and the Theory of Performance Improvement by Gilbert (1978).

2.7.1 The Social Learning Theory

The Social Learning theory proposed by (Bandura, 1977) stresses on learning by

imitation. The theory states that learning would be exceedingly laborious, not to mention

hazardous, if people had to rely solely on the effects of their own actions to inform them

what to do. The theory proposes that managers can learn to do things by watching others

do them before trying to perform. This approach, which the proponent referred to as

‘sitting next to Nellie’ results in transfer of tacit skills from one learner to another. The

theory further states that social and interpersonal skills can be learnt by imitation.

Social Learning theory is criticized in that there is a danger in imitation that results in

people learning inefficient ways of working or fails to take on board some of the tacit

skills used by experienced managers. Social learning theory has sometimes been seen as a

27

bridge between behaviorist and cognitive learning theories because it encompasses

attention, memory, and motivation. Lave et al (1991) adds that the social approach to

learning is through participation in everyday activities. They argued that managers learn

through participation in everyday activities and that learning occurs through practice in

work situations informally and incidentally.

Fox (1997) supports the social learning theory by stating that the key elements of situated

learning include people who perform work and belong to a community of practice since it

is within a community that learning occurs. Communities of practice have apprenticeship

systems (formal and informal) where novices learn by assisting more experienced

members. Managers learn through their work and participation in practice. Learning is

contextual and in relationship with other people.

Social learning theory has been applied in the context of behavior modification (Bandura,

1969). The theory is also the theoretical foundation for the technique of behavior

modeling which is widely used in training programs. The social learning theory is based

on the principle that individuals are more likely to adopt a modeled behavior if the model

is similar to the observer and has admired status and the behavior has functional value.

Social Learning theory is applicable in this study. In-service training involves acquisition

of skills, knowledge and attitudes by the new or untrained employees from their

superiors. In induction, the new employees imitate the culture of the organization and

learn to fit in the environment of the organization by adapting its policies and practices.

In On job training the new employees imitates the coach and the mentors in job

performances.

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2.7.2 Theory of Performance Improvement

The Theory of Performance Improvement propounded by (Gilbert, 1978) states that any

Human Resource Development initiatives must be tied to the organization’s strategic

objectives as a method for improving performance. It builds on the social learning theory.

The theory is related to the work of Gilbert (1978) on human competence who noted that

human competence is a function of worthy performance; that human competence is

inversely proportional to the potential for improving performance; that for any

accomplishment, a deficiency in performance always has, as its immediate cause, a

deficiency in behavior and that human accomplishments can be viewed at several levels

of the organization.

Supporting the above assertions, Rosenberg (1996) explains six performance factors that

can be manipulated to enhance individual, group and organization performance. The

performance factors include: consequences, incentives and rewards; data and

information; the feedback and standards of performance; resources, tools and

environmental support; individual capacity and the capabilities of an individual’s

performance. Nadler et al (1992) proposed that high performance work system is the

most important issue underlying this theory. They defined this as ‘an organizational

architecture that brings together work, people, technology and information to optimize

performance in terms of the effective responses to customer requirements and other

environmental demands and opportunities.

This theory is relevant in this current study in that it links performance with outcomes. In

this study employee performance was linked to performance indicators namely; customer

29

satisfaction, low labor turnover and less absenteeism. In service training improves human

competencies thus influencing employee performance.

2.8 Conceptual Framework The conceptual framework illustrates how variables in the study are conceptualized and related:

Figure 1 Conceptual Framework

The conceptual framework of this study was based on the notion that, the employee

performance which was the dependent variable depends on in-service training; the

independent variable. Other independent variables under the in-service training are

Induction

Cost effective material utilization

Change of attitude and behavior

Career Development training

Upward mobility Enhanced responsibility Increased knowledge Increased skills

Employee performance

Customer satisfaction Low employee

turnover Less employee

absenteeism

Job entry skills and competencies

Level of education Work experience

On job training

Skill levels Productivity Nature of Training

Off job training

Transfer of knowledge Increased morale Loyalty to organization

Resource availability

Organizational sponsored Self-sponsored

Independent Variables Moderating Variables

Intervening Variables

Dependent Variable

30

induction, on-job training, off-job training and career development training. The study

however conceptualized resource availability as an intervening variable in the study. This

is because the employees may wish to undergo in-service training but the organization

may lack financial resources to facilitate the training. The employees’ job entry skill and

competences was conceptualized as a moderating variable in the study. This is because

the entry skills determine the nature of in-service programme to develop for the employee

and the performance indicators for the employees. In Judiciary for example, the entry

skills and competencies for magistrates are different from those of paralegal staff due to

the nature of work.

2.9 Summary and research gaps Employee performance is influenced by a number of factors; one of them is in-service

training. In-service training empowers individuals to be successful in their professions,

develop professionalism, make adaptation to the changes in work environment possible

as well as improve their required competencies. In service training is carried out in forms

such as induction training, on-job training, off-job training or career development

training. Induction training plays a key role to introduce staff to organization & other

staff, lead to cost effective material utilization and contributes in changing staff attitudes

and behavior towards the organization. On-the Job training increases the skill level of

workers to be more productive and therefore gain higher demand in the market. On-job

training is implemented through mentoring, coaching, job rotation and apprenticeship.

Career development training enhances the employees upward mobility, compensation as

well as enabling employee gain enhanced responsibility in the organization.

31

Employee performance is crucial in improvement of customer satisfaction, reducing

labour turnover and absenteeism. Organizations therefore require high performing

employees to remain competitive in the market and be up to date with ever changing

technology. In-service training is the perfect ingredient in achieving employee

performance.

Studies carried out by other researchers reveal a strong relationship between in-service

and employee performance. Induction was found to maximize efficiency of new staff

while On-Job training increased the skill levels. However, none of the reviewed studies

was carried out in Judiciary. The current study focused on Judiciary’s lower courts in

Nairobi County.

Most of the studies reviewed have addressed in-service training and performance in

foreign countries with very few focusing on Kenya. None of the studies focused on the

Kenya Judiciary especially the influence of In-service training on employee performance.

The current study therefore focused on independent variables such as Induction training,

on the job training, off the job training and career development training and how they

influenced performance of employees in the Judiciary’s lower courts in Nairobi County.

32

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter describes the methodology used in the study. The chapter describes the

research design, target population, the sample size and sample selection, the research

instruments used, reliability and validity of research instruments, procedures for data

collection, techniques for data analysis and ethical considerations.

3.2 Research Design

Orodho (2005) defines research design as the scheme, outline or plan that is used to

generate answers to research problems. The researcher used a descriptive survey design.

This is the method of data collection through measurement of some items or through

socialization from other people or documents (Orodho, 2004). Descriptive survey design

are used in preliminary and exploratory studies as cited in (Orodho, 2004)to allow

researchers gather information, summarize, present and interpret for the purpose of

clarification. Descriptive survey design was appropriate for this study because it enabled

the researcher gather information on a wide range of participants. Primary data was

collected through questionnaires and interview schedules while secondary data was be

collected from books, journals and internet sourcing.

3.3 Target Population

The target population is defined as all the members of the real or hypothetical set of

people, events or objects to which the researcher studies (Kombo & Delno, 2006).

33

Mugenda and Mugenda (2003) affirm that target population is the population to which a

researcher wants to generalize the result of the study. The target population for the study

was male and female employees of the Judiciary’s lower courts in Nairobi County

composed of magistrates, head of stations and paralegal staff. Paralegal staffs are all

other staff in the judiciary who do not perform judicial function. They include court

assistants, court administrators, accountants, ICT officers and human resource officers.

The magistrates dispense justice. The heads of station are magistrates who serve both

administrative and judicial function in a court station. Table 3.1 illustrates the target

population.

Table 3.1 Summary of the target population Respondents Kibera Makadara Milimani Population

Paralegal staff 45 48 75 168 Magistrates 9 8 15 32 Head of station 1 1 1 3

Total 55 57 91 203

Source: The Judiciary, Nairobi County, 2015

3.4 Sample size and sample selection procedure

According to Mugenda and Mugenda (2003), a sample is a subject of a particular

population selected for purpose of study to make conclusions about the population.

Mugenda and Mugenda (2003) however stresses that if the population size is small, then

it is advisable that the researcher does a complete census of the population. This position

is supported by Gupta (2007) who says that if the researcher has enough resources and

time he can choose to do a complete census of the study if the population is small. Gupta

34

also (2007) states that the advantage of census is that it does not have any bias that may

occur due to sample size selection. Homogeneous sampling which is a method used to

pick a small sample with similar characteristics to describe some particular subgroups in

depth (Orodho, 2005) was be used to contact paralegal staff and magistrates. Since the

population size of three (3) head of stations is small, the study carried out a census of all

the head of stations in the three courts. Cluster sampling method was used to determine

the sample size for the paralegals and the magistrates. The researcher adopted purposive

sampling method for the head of stations as they were only three (3) in numbers.

Three (3) law courts in Nairobi County were purposively selected based on the fact that

they are the only lower courts in Nairobi County. These are Milimani, Kibera and

Makadara law courts.

The magistrates were purposively selected from the three courts. In total they were;

Milimani (15), Kibera (9) and Makadara (8) totaling to thirty two (32). The whole

population was selected given the size and the information they held relevant to the

study.

The sample for paralegal staff was arrived at based on 30% representation (Borg & Gall,

2007). The sample was computed for each of the three courts that is Milimani, Kibera

and Makadara. A total of fifty (50) paralegal staff was selected to participate in the study.

The contribution of each of the selected beneficiaries was expected to inform the

objectives of the study. Table 3.2 presents a summary of the sample size.

35

Table 3.2 Summary of the Sample Size Respondents Population Sample size

Paralegal staff 168 50 (30%) Magistrates 32 32 (100%) Head of station 3 3 (100%)

Total 203 85

Source: The Judiciary, Nairobi County, 2015

In this study, the sample was fifty (n=50) paralegal staff, thirty two (n=32) magistrates

and three (n=3) head of stations. In total, there were eighty five (N=85) respondents.

3.5 Research Instruments

Data was gathered by use of questionnaires. A questionnaire is a group of questions

which are deliberately designed and structured to gather information from respondents

(Orodho, 2005). The questionnaire was preferred as it can gather data over a large

sample. The researcher prepared structured and open ended questions for paralegal staff

and magistrates. Interview schedules were administered to the head of stations.

The questionnaire was used to collect data from the magistrates and the paralegal staff

respondents. The questionnaire enabled the researcher to reach a representative number

of respondents with ease (Owens,2002).The questionnaire consisted of closed and open

ended items that aimed at obtaining data from the respondents on the influence of in-

service training on employee performance in Judiciary lower courts in Nairobi County. It

captured the background information of the respondents and the research objectives.

36

Interview guide was used to collect data from the Head of stations in the lower courts.

This method offered a high response quality and take advantage of interviewer presence.

The method allowed an in-depth data collection and solicited for adequate information

that proved crucial in assessing the influence of In-service training on employee

performance. The interview guide was divided into two sections. The first section

captured the background and the second section focused on the research objectives.

3.6 Validity of research instruments

Validity is the degree to which results obtained from the analysis of the data actually

represent the variables of the study (Mugenda & Mugenda, 1999).Validity of an

instrument represents the degree to which a test measures what it is expected to measure

(Borg &Gall, 1996). Validity refers to the accuracy and meaningfulness of inferences,

which are based on the research results.

In this study, the research instruments content and face validity were validated by

research project supervisor. Content validity measures the degree to which the question

items reflect the specific areas covered (Mugenda & Mugenda, 2003).

3.7 Reliability of Research Instruments

Reliability is a measure of the degree to which a research instrument yields consistent

results or data after repeated trials (Mugenda and Mugenda, 1999). An instrument is

reliable when it can measure a variable accurately and obtain the same results over a

period of time. The Split-half method was used to test reliability of the instruments.

Reliability was computed using Cronbach's alpha method with the help of Statistical

Package for Social Sciences (SPSS). Reliability of 0.8 was obtained. If the obtained value

37

falls within the accepted levels from 0.5 and above, the questionnaire is held reliable

(George & Mallery, 2003).

3.8 Data Collection Procedures

The researcher sought the permission from the (JSC). Once granted the researcher

contacted the Judicial training Institute to inform them about the purpose of the intended

study. Research assistants were trained on research issues including the ethical

considerations. A reconnaissance visit was made to the units of observation to inform the

respondents about the proposed study introduce research assistants and organized the

respondents in readiness for data collection. The researcher assured the respondents of

complete confidentiality and guarantee of no victimization based on the information

supplied. Interview schedules were conducted for the Head of Stations for investigation

to the research topic. Questionnaires were administered to the magistrates and the

paralegal staff. The questionnaires were preferred by the researcher as it is possible to

collect much data over a large number of respondents within a short time (Orodho, 2005).

3.9 Data Analysis Techniques

Data analysis was done based on research objectives and research questions. The analysis

of data started with editing and inspecting of data pieces in order to identify mistakes,

items that were wrongly responded to and the blank spaces left unfilled by the

respondent. The researcher then created categories, themes and patterns of data coding

for qualitative data. The quantitative data from the questionnaires was entered into the

computer using Statistical Package for Social Science (SPSS) for descriptive analysis.

38

The data was analyzed using the two approaches, namely quantitative and qualitative.

Quantitative approach was mainly descriptive, taking into account the frequencies and

percentages in data presentation. Tables were used to summarize the data. The qualitative

approach on the other hand was used to present qualitative data obtained using interview

guide and the data was be presented in a narrative form.

3.10 Ethical considerations

The researcher exercised utmost caution while administering the questionnaires and the

interview guide. Authorization was obtained from the Judicial Service Commission (JSC)

prior to conducting the research. The researcher assured the respondents regarding

confidentiality of the information obtained. The respondents were appreciated for finding

time to answer the questionnaires and the interview.

39

3.11 Operational Definition of Variables This section defines variables in terms of measurable indicators with associated

measures, measuring scale and data analysis processes.

Table 3.3Operational Definition of Variables

Objective Variable Indicator Measurement Measurement Scale

Data Collection

(survey)

Data presentation

To assess the influence of induction on employee performance.

To establish the influence of on-job training on employee performance.

To establish the influence of off- the job training on employee performance.

To establish the extent to which career progression training influences employee performance.

Independent

Induction

On-job training

Off-job training Career Development Training

Commitment to organization - effective material utilization -Increased skills levels -Increased productivity -Transfer of knowledge to actual job. -Morale boost -upward mobility -increase in knowledge and skills

-N0 of inducted employees

Evidence of cases finalized

-Evidence of high productivity

-No of employees trained

Nominal Ordinal - Nominal -Ordinal - Nominal -Ordinal - Nominal -Ordinal

-Interview Guide Questionnaire -Interview Guide Questionnaire -Interview Guide Questionnaire -Interview Guide Questionnaire

-Computation of frequencies and percentages and qualitative statements

-Computation of frequencies and percentages and qualitative statements

-Computation of frequencies and percentages and qualitative statements

-Computation of frequencies and percentages and qualitative statements

40

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION, INTERPRETATION AND

DISCUSSIONS

4.1 Introduction This chapter presents data analysis, presentation, interpretation and discussion of findings

on the influence of in service training on employee performance in Judiciary’s Lower

Courts in Nairobi County. The data was analyzed with the help of the SPSS software.

Results were presented in frequencies, percentages and summarized using tables. The

chapter covers the questionnaire response rate, demographic characteristics of

respondents, data analysis on key variables and discussions.

4.2 Questionnaire Response rate Out of the eight five (85) questionnaires distributed, sixty five (65) were returned while

all the three (3) interviews were conducted. This is 79.2 % and 100% response rate

respectively for the questionnaires and interview guide. The reason for unreturned

questionnaires was because of the nature of the respondents work which requires them to

attend to court sessions most of the day. Some magistrates were attending an off- job

training workshop therefore not able to return the questionnaires by the time of data

analysis. The findings of the study based on the response rate of 80.0% are therefore

valid for generalization to the entire target population of the study.

41

Table 4.1 Questionnaire Response Rate

Category Sample Size Actual Response Response Rate (%) Magistrates and Paralegal Staff 82 65 79.2 Heads of Station 3 3 100 Total 85 68 80.0

4.3 Demographic characteristics of the respondents The study considered background information of the respondents to provide the

demographic characteristics of the target population which form the foundation of any

study (Gall et al, 2007). The demographic characteristics of the respondents sought are

gender, cadre, age, highest professional qualification and duration in the Judiciary.

4.3.1 Gender of Respondents The gender of the respondents was categorized into either male or female.

Table 4.2 Distribution of the respondents by Gender Gender f % Male 30 46.2 Female 35 53.8 Total 65 100

Slightly over half of the respondents (53.8 %) who participated in the study were female

while (46.2%) were male.

4.3.2 Cadre of respondents The respondents were categorized as magistrates or paralegal staff.

Table 4.3 Distribution of the respondents by cadre Gender f % Magistrates 20 30.8 Paralegal staff 45 69.2 Total 65 100

42

Majority of the respondents (69.2%) who participated in the study were paralegals,

(30.8%) were magistrates. This shows that majority of the employees are paralegals.

4.3.3 Age of respondents The age bracket of the respondents was also studied as part of the background

information and was categorized into: below 30 years, 31-40 years, 41-50 years and 51

years and above.

Table 4.4 Distribution of the respondents by Age Bracket Age Bracket F % below 30 7 10.8 31-40 41 63.1 41-50 9 13.8 51 and above 8 12.3 Total 65 100.0

In terms age, majority of the respondents (73.9%) were below 40 years. Almost an equal

number (13.8%) and (12.3%) were between 41-50 years and 51 and above years

respectively.

4.3.4 Professional qualification of the respondents The professional qualification of respondents was studied and categorized as follows:

Table 4.5 Distribution of the respondents by professional qualification Qualification F % Certificate 7 10.8 Diploma 22 33.8 Bachelor’s degree

30 46.2

Master’s degree and above

6 9.2

Total 65 100.0

43

Majority of the respondents (46.2%) had a bachelor’s degree, (33.8 %) diploma, (10.8%)

certificate. (9.2%) had a master’s degree and above.

4.3.5 Duration of respondents in the Organization The duration of respondents in the organization was studied and categorized as follows:

Table 4.6 Duration of respondents in the organization

Qualification F % 0-5 years 12 18.5 6-10 years 22 33.8 11-15 years 20 30.8 16 years and above

11 16.9

Total 65 100.0

Slightly over half of the respondents (52.3%) had worked for 10 years and below while

(47.7%) had been in the organization for 11 years and above.

4.3.6 Demographic Characteristics Head of Stations Table 4.7 Head of stations Demographic Characteristics F % Gender 1 33.3 Male 2 66.7 Age Bracket Below 30 years 31-40 years

0 1

0 33.3

41-50 years 2 66.7 51 and above 0 0 Level of Education Certificate 0 0 Diploma/Higher Diploma Bachelors degree Masters degree

0 2 1

0 66.7 33.3

Duration in organization 0-5 years 1 33.3 6-10 years 0 0 11-15 years 16 and above

2 0

66.7 0

44

One head of station was a female while the other two were male and all were aged

between 30 and 50 years. All the Head of Stations had university level education. One of

the Head of Station work experience was categorized between 0-5 years while the other

two had 11-15 experience. This shows all head of stations are degree holders.

4.4 Influence of induction on employees performance This study sought to assess the influence of induction training on employee performance

at Judiciary. This section investigates whether the respondents had undergone induction

training, extent which Induction training contributes to increased employee commitment

and whether induction training has a positive effect on employee performance.

a) Attendance of induction training

The respondents were asked to indicate whether they underwent induction after joining

judiciary.

Table 4.8 Attendance of induction training F % Yes 32 49.2 No 33 50.8 Total 65 100.0

As indicated in the table, (49.2%) of the respondents had attended induction while

(50.8%) had not attended induction training after joining Judiciary. This shows that

induction training is not conducted on all employees in the Judiciary

b) Induction training and employee commitment.

The respondents were further asked to indicate whether Induction training contributes to

increased employee commitment to the Judiciary.

45

Table 4.9 Induction training and employee commitment. Qualification F % Yes 62 95.4 No 3 4.6 Total 65 100.0 Majority of the respondents (95.4%) indicated that induction training contributes to

increased employee commitment while only (4.6%) stated that induction training does

not increase employee commitment. This show that employees believe they can be more

committed to the organization when inducted to the organisation

c) Induction training and positive effect on employee performance .

The respondents were asked whether induction training has any positive effect on

employee performance.

Table 4.10 Induction training and positive effect on employee performance

Qualification F % Yes 60 92.3 Not sure 1 1.5 Do not know 2 3.1 Sometimes 2 3.1 Total 65 100.0

An overwhelming majority (92.3%) indicated induction training has a positive effect on

employee’s performance in the Judiciary. However (1.5 %) were not sure, (3.1%) did not

know while (3.1%) said sometimes there is positive effect on employee performance. The

respondents indicated some positive effects of induction such as introduction to

organization culture, employees and customers, organizational structure and the

employee’s future tasks.

46

d) Influence of induction on employee performance.

The influence of induction on employee performance in an organization may have various

indicators. The study sought to assess indicators such as employee turnover, cost reduction in

work processes, employee attitude and behavior and employee orientation to organization and

staff.

Table 4.11 Influence of induction on employee performance Statement Proper induction reduces employee’s turnover. Induction training results in cost reduction in the work processes Induction has a positive effect on employees attitude and behaviour Induction introduces the employee to the organisation and other staff in the organisation.

SA A NS D SD F 11 19 34 45

% 16.9 29.2 52.3 69.2

F 18 21 28 16

% 27.7 32.3 43.1 24.6

F 18 15 1 1

% 27.7 23.1 1.5 1.5

F 13 7 1 1

% 20.0 10.8 1.5 1.5

F 4 2 1 2

% 6.2 3.1 1.5 3.1

Majority of the respondents (44.6%) either strongly agreed or agreed that proper

induction reduces employee turnover while (26.2%) disagreed. However, (27.7%) were

not sure whether induction training reduces employee turnover.

On whether induction training results in cost reduction in the work processes (61.5%) of

the respondents either strongly agreed or agreed while (13.9%) disagreed or strongly

disagreed to the statement. (23 %) were not sure whether induction training results in

cost reduction in work processes.

An overwhelming majority of the respondents (95.4%) either strongly agreed or agreed

that induction training has a positive effect on employee’s attitude and behaviour only

47

(3%) either disagreed or strongly disagreed. However (1.5%) were not sure whether

induction training has a positive effect on employees attitude and behaviour.

(93.8%) of the respondents either strongly agreed or agreed that induction introduces the

employee to the organisation and other staff in the organisation against (4.6%)

respondents who either disagreed or strongly disagreed. Only (1.5%) were not sure

whether induction introduces the employee to the organisation and other staff in the

organisation.

The Head of Stations gave their views on the influence of induction on employee

performance. When asked whether induction was provided to all employees, one them

reported that:

All Judges and magistrates in employment since year 2012 have been inducted. Currently, the judges and magistrates go on induction before commencing work. The paralegals are not inducted on employment.

On whether induction provided was adequate two head of stations indicated it was

inadequate and there is need to widen scope to include emerging issues and new

legislations and policy guidelines. This shows that majority of the respondents understand

the positive effect of induction but a significant number of employees do not understand

the value of induction. The organization considers induction for Judges and magistrates

more crucial than for the paralegals staff.

4.5 Influence of On-Job training on employee performance. This study sought to establish the influence of on-job training on employee performance

at the Judiciary. The information sought included whether respondents had undergone

any On-Job training, the form of On-Job training they underwent, the extent to which

48

On-Job training contributed to increase in skill levels and whether it influenced their

performance.

a) Attendance of On-Job training

The respondents were asked to indicate whether they attended On-Job training after

joining judiciary.

Table 4.12 Attendance of On-Job training Qualification F % Yes No

46 19

70.8 29.2

Total 65 100.0 As indicated in the table, (70.8%) of the respondents had undergone On-Job training

after joining Judiciary while (29.2%) had not undergone On-Job training.

b) Form of On-Job Training

The respondents were further asked to indicate the form of On-Job training they

underwent.

Table 4.13 Form of On-Job Training

Qualification F % Job rotation 28 43.1 Coaching 7 10.8 Mentoring Apprenticeship Do not know

7 5 15

10.8 7.7 23.1

Total 65 100

On the form of On-Job training, (43.1%) stated job rotation while coaching and

mentoring each had (10.8%) of the respondents. (7.7%) of the respondents stated they

49

had undergone apprenticeship while (23.1%) did not know the form of on-job training

they had undergone. This show that coaching and mentoring are the most common forms

of on-job training in the judiciary.

c) On-Job Training and increase of skill levels

The respondents were asked whether on-job training leads to increase in skill levels.

Table 4.14 On-Job Training and increase of skill levels F % To some extent 17 26.2 To a greater extent

33 50.8

Not at all 6 9.2 Not sure Do not know Missing

2 5 2

3.1 7.7 3.1

Total 65 100.0

(26.2%) and (50.8%) indicated on-job training contribute to increase skill levels to some

extent and to a greater extent respectively.(9.2%) indicated it does not contribute to

increase in skill levels while 3.1% were not sure and 7.7% did not know.

d) Extent of Influence of On-job training on employee performance.

The respondents were asked to indicate the extent to which On-Job training influences

employee performance.

50

Table 4.15 Extent of Influence of On-job training on employee performance F % To some extent 18 27.7 To a greater extent

32 49.2

Not at all 7 10.8 Not sure Do not know Missing

1 5 2

1.5 7.7 3.1

Total 65 100.0 Nearly half of the respondents (49.2%) indicated On-job training influence performance

to a greater extent while (27.7%) indicated to some extent. Only (10.8%) indicated that

On-Job training does not at all influence employee performance while (7.7%) did not

know whether there is any influence on performance.

e) Influence of On-Job Training on employee performance. The influence of on-job training on employee performance at Judiciary was assessed

using indicators such as employee’s working skills, productivity at work, wage increment

and positive effect on customer satisfaction. The respondents were requested to indicate

whether they agreed with various statements regarding the influence of On-Job training

on employee performance.

51

Table 4.16 Influence of On-Job Training on employee performance. Statement On-Job Training enhances employee’s working skills On-Job Training increases employee’s productivity at work On-job training contributes to wage increment for the employee On-job training has a positive effect on customer satisfaction

SA A NS D SD F 37 36 4 28

% 56.9 55.4 6.2 43.1

F 23 23 8 22

% 35.4 35.4 12.3 33.8

F 2 2 19 8

% 3.1 3.1 29.2 12.3

F 2 2 28 3

% 3.1 3.1 28 4.6

F 1 2 4 2

% 1.5 3.1 6.2 3.1

92.3% and 90.8% of the respondent indicated that on-job training enhances employee

working skill and increases productivity respectively by either strongly agreeing or

agreeing. Only 4.6% and 6.2% did not agree that on job training enhances employee

working skill and increases productivity respectively by either strongly disagreeing or

disagreeing to the statement.

On whether On-job training contributes to wage increment for the employee only 12.3%

strongly agreed, 6.2% agreed, 34.2% disagreed and 29.2% were not sure. 43.1% and

33.8% strongly agreed and agreed respectively to the statement that On-job training has a

positive effect on customer satisfaction while 12.3% were not sure. This shows that while

on-job training increases skills of employees it does not necessary lead to wage increment

for the employee.

The Head of Stations reported that On–job training enhances the skills of employees

resulting in efficiency and high productivity. On-job training also offers an avenue to put

skills learnt in classroom into practical experience.

52

4.6 Influence of Off-Job training on employee performance. This study sought to establish the influence of off- the job training on employee

performance at Judiciary. The information sought included whether respondents had

undergone any Off-job training, the duration of the training, the extent to which Off-Job

training contributed to transfer of knowledge to the actual job, extent to which it

influenced employee performance and whether Off-Job training makes employees more

loyal to the Judiciary.

a) Attendance of Off-Job Training

The respondents were asked to indicate whether they underwent Off-Job Training after

joining judiciary.

Table 4.17 Attendance of Off-Job Training Qualification F %

Yes No

38 27

58.5 41.5

Total 65 100.0

58.5% stated they had undergone off-job training after joining the Judiciary while 41.5 %

had not undergone the training.

b) Off-job training and transfer of knowledge The respondents were asked to state the extent to which off-job training led to transfer of

knowledge to actual job.

53

Table 4.18 Off-job training and transfer of knowledge F % To some extent 17 26.2 To a greater extent

22 33.8

Not at all 4 6.2 Not sure Do not know Missing

1 10 11

1.5 15.4 16.9

Total 65 100.0 Majority of the respondents (60.0%) indicated that off-job training led to transfer of

knowledge to actual job to some extent or to a greater extent. A dismal number of the

respondents (6.2%) indicated off-job training does not at all lead to transfer of knowledge

to actual job while (16.9 %) did not attempt to respond to the statement. This shows that

over half of the employees understand through off-job training knowledge on

performance of actual job is increased.

c) Off-job training influence on employee performance

The respondents were asked to indicate to which extent off-job training influence

employee performance.

Table 4.19 Extent of influence of Off-job training on employee performance F % To some extent 13 20.0 To a greater extent

28 43.1

Not at all 4 6.2 Not sure Do not know Missing

9 9 2

13.8 13.8 3.1

Total 65 100.0

54

Majority of the respondents (63.1%) indicated that off-job training influence employee

performance either to some extent or to a greater extent while (6.2%) refuted the

statement.

d) Off-Job training and employee loyalty.

The respondents were asked to indicate whether Off-Job training makes employees more

loyal to the Judiciary.

Table 4.20 Off-Job training and employee loyalty Qualification F %

Yes No Missing

40 21 4

61.5 32.3 6.2

Total 65 100.0 Majority of the respondents (61.5%) indicated that Off-Job training makes employees more

loyal to the judiciary while (32.3%) refuted the statement. (6.2%) of respondents did not

respond to the statement. This shows that employees of the Judiciary are likely to be more

loyal to the organization when they undergo off-job training.

e) Influence of off-Job Training on employee performance.

The influence of off-job training on employee performance at Judiciary was assessed using

indicators such as employee’s performance at work, their interaction, employee retention the

effect on customer satisfaction. The respondents were requested to indicate whether they

agreed with various statements regarding the influence of off-Job training on employee

performance.

55

Table 4.21 Influence of off-Job Training on employee performance Statement Off-Job Training enhances employee’s performance at work. Off-Job Training increases employee’s interaction at work. Off-job training contributes to employee retention. Off-job training contributes to positive effect on customer satisfaction.

SA A NS D SD F 29 22 20 26

% 44.6 33.8 30.8 40.0

F 28 25 15 19

% 43.1 38.5 23.1 29.2

F 6 13 20 12

% 9.2 20.0 30.8 18.5

F 2 3 8 6

% 3.1 4.6 12.3 9.2

F - 1 - -

% - 1.5 - -

An overwhelming majority (87.7%) strongly agreed or agreed that Off-Job Training

enhances employee performance at work while a minimal number (12.3 %) did not

agree. When asked whether Off-Job Training increases employee’s interaction at work,

most respondents (72.3%) agreed while (24.6%) did not agree.

Slightly over half (53.9 %) of the respondents indicated that Off-job training contributes

to employee retention as compared with 44.6% who did not affirm to the statement. On

whether off-job training has positive effect on customer satisfaction, (69.2%) of the

respondents agreed while (27.7%) did not agree.

The Head of Stations indicated that off-job training boost morale of employee as they

learn new skills. The new skills learnt are sometimes passed on to other employees who

did not attend the off-job training. However the transfer of knowledge learnt to actual job

depend on individual employee’s passion.

56

4.7 Influence of career development training on employee performance. This study finally sought to establish to what extent career development training

influence employee performance at Judiciary. The information sought included whether

respondents had undergone any career development training, how it is sponsored,

whether career development training has any effect on customer satisfaction, and extent

to which career development training affects employee productivity.

a) Attendance of career development training.

The respondents were asked to indicate whether they had undergone career development

training after joining Judiciary

Table 4.22 Attendance of career development training F % Yes No

32 33

49.2 50.8

Total 65 100.0

49.2% of the respondents indicated they had undergone career development training

while slightly over half (50.8) indicated they had not undergone any career development

training since joining judiciary.

b) Extent of influence of career development training on employee performance.

The respondents were asked to indicate extent which career development training

influences employee performance in Judiciary.

57

Table 4.23 Extent of influence of career development training on employee performance. F % To some extent 19 29.2 To a greater extent

41 63.1

Not sure 1 1.5 Do not know

2

3.1

Total 65 100.0

Majority of the respondents (92.3%) indicated career development training influences

employee performance either to some extent or to a greater extent.

c) Sponsorship of career development training.

The respondents were further asked to indicate extent which career development training

influences employee performance in Judiciary.

Table 4.24 Sponsorship of career development training F % Government 4 6.2 Donor sponsored 1 1.5 Government/donor

9 13.8

Self-sponsored Not sure

37 14

56.9 21.5

Total 65 100.0

Over half the respondents (56.9) indicated that career development training were self-

sponsored, (13.8 %) government or donor,(6.2%) government, (1.5) donor sponsored

while (21.5%) were not sure. This explains the reason why over half of the respondents

have not undergone career development training.

58

d) Career development training and customer satisfaction

The respondents were further asked to indicate extent which career development training

influences employee performance in Judiciary.

Table 4.25 Career development training and customer satisfaction

F % Yes 51 78.5 No 5 7.7 not sure 4 6.2 Do not know Missing

1 3

1.5 4.6

Total 65 100.0

Majority respondents (78.5%) indicated that career development training has a positive

effect on customer satisfaction while (7.7%) said it had no positive effect. (6.2%) were

not sure.

e) Career development training and employee performance.

The influence of career development training off-job training on employee performance

at Judiciary was assessed using indicators such as employee’s upward mobility, increase

in wage, enhanced responsibilities and enhanced working skills.

59

Table 4.26 Career development training and employee performance Statement Career development training leads to employee upward mobility in the Judiciary. Career development training results in increase in wage of the employee. Career development training results in enhanced responsibilities to the employee. Career developmenttraining enhance employee’s working skills

SA A NS D SD F 26 13 20 28

% 40.0 20.0 30.8 43.1

F 21 15 29 28

% 32.3 23.1 44.6 43.1

F 6 18 9 5

% 9.2 27.7 13.8 7.7

F 9 15 1 -

% 13.8 23.1 1.5 -

F - - 1 -

% - - 1.5 -

Majority of the respondents (72.3%) strongly agreed or agreed that career development

training lead to employee’s upward mobility while a minimal number (13.8 %) did not

agree. When asked whether career development training results in wage increment,

(43.1%) respondents strongly agreed or agreed while (23.1%) disagreed. However

(27.7%) were not sure. (75.5%) of the respondents indicated that career development

training results in enhanced responsibilities to the employee while only (3%) disagreed

and (13.8%) were not sure. Majority of the respondents (86.2%) indicated they strongly

agreed or agreed that career development training enhances employee’s working skills

while only (7.7%) were not sure.

Through the interviews the views of the head of stations on Career development were

recorded. They indicated that the trainings are self sponsored although the Chief Justice

offers scholarships to Judges and Magistrates per year. Workshops, seminars and

exchange programmes are tailor-made according to the needs of the employee. On

whether career development training leads to employee performance, one Head of station

stated:

60

Efficiency and productivity is achieved. Sometimes employees exit the organization when they sponsor themselves and are not promoted within reasonable period.

Additionally, the Head of Stations explained that the employees’ level of education and

experience influences the in-service training in that employees undergo different type of

training especially the professional courses.

This shows that majority of the employee’s value career development training. The

employees undertake the training with expectation of upward mobility and wage

increment. However, the organisation does not meet the expectation of the employees.

4.8 Discussion of the findings

The purpose of this study was to investigate the influence of In-service training on

employee performance in Judiciary’s lower courts in Nairobi County, Kenya, from which

the findings indicate that In-service training has an influence on employee performance in

Judiciary’s lower courts in Nairobi County.

This study found induction training to be a critical element of in-service training that

influences employee performance.(95.4%) and (93.8%) of the respondents respectively

indicated that induction training has a positive effect on employee’s attitude and

behaviour and introduces the employee to the organisation. The findings align to a study

by Mullins,(2002) that found out that induction training introduces new employees to the

culture and environment of the organization, its policies and practices and to other

members of staff. Foot and Hook (2008) further observe that induction training helps new

employee to settle quickly into their job to become efficient and productive. This is as

per the findings of this study whereby the respondents indicated that induction has a

61

positive effect on employees attitude and behaviour and introduces the employee to the

organisation.Over half of the respondent (50.8%) had not undergone any induction.

However all magistrates and judges had gone through induction.

The study established job rotation, coaching and mentoring as the most common forms of

on-job training conducted in the Judiciary. It also established that on-job training

contributes to increase in skill levels, customer satisfaction and employee performance.

These findings align with the findings of Jagero et al (2012) on the relationship between

on-job training and employee performance courier companies in Tanzania. However, the

study also established that on-job training does not necessarily lead to wage increment in

the Judiciary.

The study sought to establish influence of Off-job training on employee performance.

The study found out that off-job training leads to transfer of knowledge to actual job of

employees. The findings align to Hansson (2008) on the positive role of off-job training

on employees. However not all employee have undergone an off-job training.

Ankita (2012) also articulates that off-job training lead to long term success in

organizations. This is per the findings of this study whereby majority of the respondents

indicated that off-job training contributes to increase employee loyalty, contributes to

customer satisfaction and enhance employee interaction. This study established that off-

job training does not necessary lead to employee retention.

Career development training was found to contribute to enhancement of employees

working skills and responsibility, upward mobility and customer satisfaction. This aligns

to (Tadic, 2005) who affirms that career development training contributes to upgrade the

62

knowledge, skills, and ability of employees to help them assume greater responsibility in

higher positions. However, the study noted that less than half (49.2%) of the respondents

had attended career development trainings due to limited government and donor support.

Majority of the respondents had sponsored themselves for the training. The study also

established that Chief Justice offers annual scholarships to magistrates and judges.

This study has established that the level of education and experience of employees

influences the type of in-service training they undergo. Some training is based on the

professional background of the employee.

63

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction This chapter presents the summary of the findings, conclusions and recommendations

based on the area of study which was the influence of In-service training on employee

performance in Judiciary’s lower courts in Nairobi County, Kenya.

5.2 Summary of findings The purpose of the study was to assess the influence of In-service training on employee

performance in Judiciary’s lower courts in Nairobi County, Kenya. This study was

guided by the following research objectives: to assess the influence of induction training

on employee performance at the Judiciary, to establish the influence of on-job training on

employee performance at the Judiciary, to establish the influence of off- the job training

on employee performance at the Judiciary and to determine to what extent career

development training influence employee performance at the Judiciary.

The study employed a descriptive survey research design. In this study, the sample was

fifty (n=50) paralegal staff, thirty two (n=32) magistrates and three (n=3) head of stations

from three lower courts in Nairobi County. In total, there were eighty five (N=85)

respondents.

Both simple random and purposive sampling procedures were used to arrive at the

sample. Questionnaires were used to collect information from the magistrates and

paralegals. Interview guide as a data collection tool was used for the head of stations.

64

The collected data was analysed using SPSS. Descriptive analysis was used in data

analysis. Data from questionnaires were analysed quantitatively and presented in

frequencies and percentages while data from the interview guide was analysed

qualitatively and the findings were integrated within the quantitative data.

5.2.1 Influence of induction on employees performance

The study found out that most paralegal staff had not attended induction training while all

magistrates and judges had been inducted. All respondents indicated induction training

has a positive effect on employee attitude and behavior and a positively affect

performance.

5.2.2 Influence of On-Job training on employee performance

The findings of the study were that most employees have undergone on-job training in

form of job rotation, coaching and mentoring. These were found to influence

performance by increasing skill levels, productivity and affects customers satisfaction

positively.

5.2.3 Influence of Off-Job training on employee performance

Findings on off-job training were that training transfers knowledge to actual job, increase

interaction of employees, contribute to employee retention, boost morale and affect

customers satisfaction positively.

5.2.4 Influence of career development training on employee performance

The study found out that most employees have not undertaken career development

trainings as they are mostly self-sponsored. The chief Justice issues few scholarships

65

annually to judges and magistrates only. Other findings reveal that career development

training led to enhanced responsibilities for employees and working skills, influence

performance to a great extent and positively affect customer satisfaction.

5.3 Conclusion of the study Based on research findings and summary, the following conclusions were made on the

influence of in-service training on employee performance.

Induction training has influenced the employee performance in the lower courts in

Nairobi County. The trainings have focused more on judges and magistrates. There is

need for an established induction programme targeting all cadres of employees upon

employment.

Most employees have undergone on-job training in form of job rotation, coaching or

mentoring. On-job training has resulted in increase in skills levels and productivity and

created a positive effect on customer satisfaction. Off-job trainings are in form of

workshops and seminars lasting a few days. Not all employees have undergone off-job

training. The trainings have contributed to increase employee interaction and retention,

boost morale and positively affect customer satisfaction.

Career development training has also been noted in the findings of this study as being a

major influence on employee performance in judiciary lower courts. Career development

training was found to affect customer satisfaction, enhance employee responsibility and

working skills and generally influence performance to a great extent. Career development

trainings are mostly self-sponsored. The study finding is that majority employees have

not undergone career development training. The chief justice offers scholarships annually

66

to judges and magistrates. There is need to develop a strategy to support the employees

undertake career development training. In conclusion all the various forms of in service

training influenced employee performance in Judiciary’s lower courts in Nairobi County.

From the analysis, the following findings were made; most paralegal staff had not

attended induction training while all magistrates and judges had been inducted; all

respondents indicated induction training has a positive effect on employee attitude and

behavior and a positively affect performance. The study also found out that most

employees have undergone on-job training in form of job rotation, coaching and

mentoring. These were found to influence performance by increasing skill levels,

productivity and affects customers satisfaction positively. Findings on off-job training

were that the training transfers knowledge to actual job, increase interaction of

employees, contributes to employee retention, boost morale and affect customers

satisfaction positively. Most employees have not undertaken career development

trainings as they are mostly self-sponsored. The chief Justice issues few scholarships

annually to judges and magistrates only. Other findings reveal that career development

training led to enhanced responsibilities for employees and working skills, influence

performance to a great extent and positively affect customer satisfaction.

5.4 Recommendations The study recommends the following:

1. A review of the induction programme in the judiciary to target all new employees in

the judiciary to mitigate against negative employee attitude and behavior that leads to

poor performance of the courts and dissatisfied customers.

67

2. An induction programme for employees all employees irrespective of cadre including

those not inducted on upon employment. The paralegals are more in touch with

customers than the judges and magistrates.

3. A career development programme sponsored by the government offering courses that

lead to upward mobility of employees.

4. The Chief justice annual scholarship to include the paralegal staff.

5. The Judiciary to initiates a tailor made in-service programmes aimed at developing

particular skills and abilities of the employees and enhancing employee performance

5.5 Areas for Further Study Based on the conclusions and findings of the study, the following areas were suggested

for further research;

1. To investigate on the influence of Continuous Judicial Education (CJE) on

performance of judicial officers in Nairobi County. The interest to carry out the study is

triggered by rising numbers of Continuous Judicial Education workshops for magistrates

and judges in the Judiciary.

2. The investigate the influence of parallel degree programmes by Judiciary employees

on their performance.

68

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APPENDIX I LETTER OF TRANSMITTAL

Mary Njoki Ngari P.O BOX 30041, 00100 NAIROBI Tel.No. 0725635481 1st July 2015

TO WHOM IT MAY CONCERN

RE: INFLUENCE OF IN-SERVICE TRAINING ON EMPLOYEE PERFORMANCE: CASE OF JUDICIARY LOWER COURTS IN NAIROBI COUNTY,KENYA

I am a student of Masters of Project Planning and Management in the University of Nairobi-school of Continuing and Distance Learning. I have completed course work in my studies. For the Research project, I intend to carry out a study on the influence of In-service training on employee performance in Judiciary’s Lower courts in Nairobi County, Kenya. The information which you was provide me with was greatly assist me in completing my research study and provide helpful information to the institution targeted.

Thank you.

Yours faithfully,

Njoki Mary Ngari L50/69671/2013

73

APPENDIX II UNIVERSITY LETTER

74

APPENDIX III

RESEARCH PERMIT

75

APPENDIX IV

QUESTIONNAIRE FOR MAGISTRATES AND PARALEGALS STAFF

You are invited to participate in this research on the influence of In-service training on employee performance in Judiciary’s Lower Courts in Nairobi County. It is a component of a research project undertaken by Njoki M.N in partial fulfilment of the requirement for the Masters in Project Planning and Management.The information you provide is meant for academic purpose only. Thank you for your willingness to participate.

SECTION A -PERSONAL DETAILS

Please tick where appropriate. [√]

Gender: Male Female

Age: (Yrs)

Below 30 31-40 41-50 51 and above

Terms of service: Permanent Contract Temporary

Highest professional qualification

Certificate Bachelor Degree

Diploma/Higher Diploma Masters Degree & above

Management Level in your Organization

Lower Middle Senior Top

Duration in the Organization

0-5 years 11-15 years 6-10 years 16 years and above

76

Please tick where appropriate. [√]

Key

1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree

SECTION B

Influence of induction on employees performance

1. Did you undergo induction after joining judiciary?

a) Yes [ ] b) No [ ]

2. To what extent does induction training contribute to cost effective material utilization?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ] d) Not sure [ ] e) Do Not know [ ]

3. Do you think Induction training contributes to increased employee commitment to the

Judiciary?

a) Yes [ ] b) No [ ]

4. Do you think induction training has any positive effect on employees performance in the Judiciary

a) Yes [ ] b) No [ ] c) Not sure [ ] d) Do Not know [ ] e) Sometimes [ ]

77

Explain________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. To what extent does induction training contribute to customer satisfaction and positive public perception of the Judiciary?

f) To some extent [ ] g) To a greater extent [ ] h) Not at all [ ] i) Not sure [ ] j) Do Not know [ ]

6. By use of a tick (√) please indicate whether you strongly agree (SA), agree (A), undecided

(U), disagree (D) or strongly disagree (SD), to the various statements regarding the influence of induction on employee performance.

Strongly

Agree

Agree Not

Sure

Disagree Strongly

Disagree

1 Proper induction reduces employees turnover

2. Induction training results in cost reduction in

the work processes

3. Employee’s induction has a positive effect on

employees attitude and behaviour

4. Induction introduces the employee to the

organisation and other staff in the organisation.

SECTION C

Influence of on-job training on employee performance.

7. Have you undergone any On-job training since you joined the judiciary?

78

a) Yes [ ] b) No [ ]

.8. Which form of On-Job Training have you undergone?

a) Job rotation [ ] b) Coaching [ ] c) Mentoring [ ] d) Apprenticeship [ ] e) Do Not know [ ]

9. To what extent has On-Job Training contributed to increase of your skill levels?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ] d) Not sure [ ] e) Do Not know [ ]

10. To what extent has On-Job Training influenced your performance in the Judiciary?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ] d) Not sure [ ] e) Do Not know [ ]

11. Do you think On-Job Training has contributed to your wage increment and demand in the labour market?

a) Yes [ ] b) No [ ]

79

12. By use of a tick (√) please indicate whether you strongly agree (SA), agree (A), undecided (U), disagree (D) or strongly disagree (SD), to the various statements regarding the influence of On-Job Training on employee performance. Strongly

Agree

Agree Not

Sure

Disagree Strongly

Disagree

1 On-Job Training enhances employee’s

working skills

2. On-Job Training increases employee’s

productivity at work

3. On-job training contributes to wage

increment for the employee

4. On-job training has a positive effect on

customer satisfaction

SECTION D

Influence of Off-Job training on employee performance.

13. Have you undergone any Off-job training since you joined the judiciary?

c) Yes [ ] d) No [ ] Explain__________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. What duration of time did the off-job training take?

a) Few days [ ] b) Over a week [ ] c) Over a month [ ] d) Over an year [ ] e) Do Not know [ ]

80

15. To what extent has Off-Job training contributed to transfer of knowledge to your actual job?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ] d) Not sure [ ] e) Do Not know [ ]

. 16. To what extent has Off-job training influenced your performance in the Judiciary?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ] d) Not sure [ ] e) Do Not know [ ]

17 Do you think Off-Job training makes employees more loyal to the Judiciary?

c) Yes [ ] d) No [ ]

18. By use of a tick (√) please indicate whether you strongly agree (SA), agree (A), undecided (U), disagree (D) or strongly disagree (SD), to the various statements regarding the influence of Off-job training on employee performance. Strongly

Agree

Agree Not

Sure

Disagree Strongly

Disagree

1 Off-Job Training enhances employee’s

performance at work.

2. Off-Job Training increases employee’s

interaction at work.

3. Off-job training contributes to

employee retention.

4. Off-job training has a positive effect on

customer satisfaction.

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SECTION E

Influence of career development training on employee performance in the judiciary

19. Have you attended career development training since you joined Judiciary?

a) Yes [ ] b) No [ ]

Explain_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 20. To what extent do you think career development training influences employee performance in Judiciary?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ] d) Not sure [ ] e) Do Not know [ ]

21. How is career development training sponsored in the Judiciary?

a) Government [ ] b) Donor sponsored [ ] c) Government/Donor [ ] d) Self Sponsored [ ] e) Not sure [ ]

22. Do you think career development training has any effect on customer satisfaction?

a) Yes [ ] b) No [ ] c) Not sure [ ] d) Do Not know [ ]

23. To what extent do you think career development training affects employee productivity?

a) To some extent [ ] b) To a greater extent [ ] c) Not at all [ ]

82

d) Not sure [ ] e) Do Not know [ ]

24. By use of a tick (√) please indicate whether you strongly agree (SA), agree (A), undecided

(U), disagree (D) or strongly disagree (SD), to the various statements regarding the influence of

career development training on employee performance.

Strongly

Agree

Agree Not

Sure

Disagree Strongly

Disagree

1 Career development training leads to

employees upward mobility in the Judiciary

2. Career development training results in

increase in wage of the employee

3. Career development training results in

enhanced responsibilities to the employee.

4. Career development training enhance

employee’s working skills

83

APPENDIX V

INTERVIEW GUIDE FOR HEAD OF STATIONS

You are invited to participate in this research on the influence of In-service training on employee performance in Judiciary’s Lower Courts in Nairobi County. It is a component of a research project undertaken by Njoki M.N in partial fulfilment of the requirement for the Masters in Project Planning and Management.The information you provide is meant for academic purpose only. Thank you for your willingness to participate.

SECTION A: Background Information- Please tick where appropriate. [√]

Gender: Male Female

Age: (Yrs)

Below 30 31-40 41-50 51 and above

Terms of service: Permanent Contract Temporary

Highest professional qualification

Certificate Bachelor Degree

Diploma/Higher Diploma Masters Degree & above

Duration in the Organization

0-5 years 11-15 years 6-10 years 16 years and above

84

SECTION B: Influence of In-service training on employee performance

1. Is induction training provided to all the employees of the Judiciary ? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Is induction training provided adequate to influence employee performance in the Judiciary?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. In What ways do you think On-Job-Training (OJT) helps in employee performance?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How does On-job training influence employee performance in Judiciary?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Please explain whether on –job training contributes to increased skill levels for employee performance.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What is the most common form of On-job training that is carried out in Judiciary?

a) Job rotation [ ] b) Coaching [ ]

85

c) Mentoring [ ] d) Apprenticeship [ ]

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Please explain whether Off-job training boosts morale and loyalty of employees. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Do you think employees transfer the knowledge gained through off-job training to their actual jobs.

Yes [ ] No [ ].

Explain.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Please explain the extent to which Off-job training contributes to employee performance in the Judiciary.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. Explain how career development trainings are sponsored in Judiciary.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

86

11. In what ways do you think career development training contributes to employee performance?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Explain whether career development training lead to upward mobility of employees in the Judiciary?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. Explain whether the level of education and work experience of an employee affects the employee’s In-service training?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation